7.18.16

Second Grade Word Study Pacing Guide Date

Week

Spelling Pattern

Focus Skill(s) & Concepts

8/158/19

1

8/228/26

2

Short vowel review: a, e, i, o, u & ck

Procedures Set up Word Study Notebook Review CVC, CVCC Short vowels

8/299/2

3

Review CVCe Long vowels

came, take, name, line, home, here, give, same

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

9/6-9/9

4

Long vowels: a, e, i o, u silent -e Review lesson on Blending

Blending

most, land, just

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5 2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

(4 day week)

High Frequency Words

men,

big, us, hand, back, asked

Standards

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

9/129/16

5

Digraphs: (wh, ch, th, sh)

Diagraphs

much, thing, where, through

9/199/23

6

Digraphs: (tch, ph, kn)

Diagraphs

know, think, such

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

r-controlled vowels ar, or

r-controlled vowels

farm, work

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

9/269/30

7

10/310/7

8

r-controlled vowels er, ir, ur, ear

r-controlled vowels

letters, mother, turn, over

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

10/1010/14

9

r-controlled vowels REVIEW WEEK

r-controlled vowels

before, learn, world

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

(end of 1st quarter)

10/18 10/21 (4 day week)

10

r-controlled vowels & Skills & Concepts Listed Above older, yearn, learning inflectional endings Fry Phrases REVIEW WEEK Fry Phrases: Just the same, I think so., Good things, Where are you?, We came home., Where does it end?, Through the line, My last name, Give it back.

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

7.18.16

Date

Week

Spelling Pattern

Focus Skill(s) & Concepts

High Frequency Words

Standards

10/2410/28

11

Double consonants: ll, ss, ff

Double consonants

off, well, still, spell, tell

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

10/3111/4

12

Double consonants before adding endings

put, set

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

11/711/11

13

Drop e before adding endings

move, live

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

11/1411/18

14

Homophones

Double consonants before adding endings CVC + inflections Drop the e before adding endings CVC + inflections Homophones

our, right

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

11/2111/22

15

REVIEW WEEK

little, want, went

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

(2 day week)

11/2812/2

16

12/512/9

17

12/1212/16 1/4-1/6

18 19

Skills & Concepts Listed Above Fry Phrases

Fry Phrases: Take a little, Back off., We want to go., It’s still here., Set it up., They went here., Spell your name., Tell the truth., Such a mess, Put it there., Give it away. Vowel Teams: ai, ay Vowel Teams: say, away Long a spelled ai, ay Vowel Teams: Long e spelled ea, ee

Vowel Teams: ea, ee

means, need

Long i spelled igh, y, and i

Long i spelled igh, y, and i

why, try, kind

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5 2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5 2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

(3 day week)

1/91/13

20

Vowel Teams: Long o spelled oa, ow

Vowel Teams: oa, ow

show, following

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

1/171/20

21

REVIEW WEEK

Skills & Concepts Listed Above Fry Phrases

three, read

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

(4 day week)

1/231/27

22

Fry Phrases: Try your best. Show and tell, Our best things, We need more., Home sweet home, The following day, Kind of nice, I know why. play, even Prefixes & Base Words Prefixes re, un, pre, dis, mis

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

7.18.16

Date

Week

Spelling Pattern

Focus Skill(s) & Concepts

High Frequency Words

1/302/3

23

Suffixes & Base Words

man, end, help

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

2/62/10

24

Vowel Teams: oi, oy

Suffixes er, est, ful Vowel Teams: oi, oy

boy, point

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

2/132/16

25

Vowel Team: oo (as in look, food)

good, too

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

26

REVIEW WEEK

air, great

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

(4 day week)

2/212/24 (4 day week)

Vowel Team:

oo

Skills & Concepts Listed Above Fry Phrases

Fry Phrases: Live and play., A little boy, Point it out., Good and plenty, A good man, Read the book., Help me out., Get to the point., The air is warm., I need help. Vowel Teams: Vowel Teams: ew, ui new, must ew, ui (as in stew, suit)

Standards

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

2/273/3

27

3/63/10

28

Vowel Teams: ow, ou

3/133/16

29

Vowel Teams: au, aw, al

3/203/24 3/273/31

30

Contractions

31

REVIEW WEEK

4/3 -4/7

32

4/184/21

33

Suffixes & Base Words

Suffixes: less, ness, ly

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

34

REVIEW WEEK

All previously learned prefixes (re, un, pre, dis, mis, non, mid, de) & suffixes (ness, ful, er, ly, less, est)

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

(4 day week)

Vowel Teams:

ow, ou

sound, house, around

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

au, aw, al

also, because

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

does, should

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

Contractions

Skills & Concepts Listed Above animals, found Fry Phrases Fry Phrases: A small house also, I don’t feel well., Big and small, Such a big house, Even the animals, We found it here., Right now, Around the clock, Because we should., Most of the animals, This must be it., Show us around. Prefixes & Base Words Prefixes: non, mid, de

(4 day week)

4/244/28

Vowel Teams:

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

7.18.16

Date

Week

Spelling Pattern

Focus Skill(s) & Concepts

High Frequency Words

Standards

5/1-5/5

35

Two syllable long e spelled y & Review of inflections

Two syllable long e spelled y Review of inflections

only, very, any, study

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

5/85/12

36

Hard and soft c and g

Hard and soft c and g

place, sentence, large

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

5/155/19

37

REVIEW WEEK

Fry Phrases

again, change, page

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

5/225/26

5/306/1

38

Fry Phrases: Over the river, It’s only me, Any old time, Turn the page., I study in school., I work too much., That’s very good, Play it again., Form two lines., It turned out well., You must be right., REVIEW WEEK Fry Phrases America, after

39

Fry Phrases: After the game, Mother means it., Read the sentence., Only a little, Read my letters., It’s a small world., Hand it over., My home is large., Move over, Mother says to now. REVIEW WEEK Fry Phrases different, years Fry Phrases: Think before you act, I’m an American., Three years ago, Write one sentence., Same time tomorrow, A different land, My new place, Where in the world

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

2-RL.2, 2-RI.2, 2-RL.3, 2-RI.3, 2-RL.4, 2-RI.4, 2-W.5

7.18.16

Word Study Support and Clarification Focus: South Carolina College and Career Ready Standards Vertical Progression of Standards Kindergarten

Grade 1

Grade 2

Grade 3

RL/RI Standard 2: Demonstrate understanding of spoken words, syllables, and sounds. 2.1 Recognize and produce rhyming words.

2.1 Distinguish long from short vowel sounds in spoken single-syllable words.

2.2 Count, pronounce, blend, and segment syllables in spoken words.

2.2 Orally produce single-syllable words 2.2 Students are expected to build upon and continue applying previous learning. by blending sounds, including consonant blends in spoken words. 2.3 Isolate and pronounce initial, medial, 2.3 Students are expected to build upon and continue applying previous learning. and final sounds in spoken single-syllable words. 2.4 Segment spoken single-syllable words 2.4 Students are expected to build upon and continue applying previous learning. into their complete sequence of individual sounds. 2.5 Students are expected to build upon and continue applying previous learning.

2.3 Blend and segment onsets and rimes of single-syllable spoken words. 2.4 Isolate and pronounce the initial, medial, and final sounds in a threephoneme word. 2.5 Add or substitute individual sounds in simple, one-syllable words to make new words.

2.1 Students are expected to build upon and continue applying previous learning.

RL/RI Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words. 3.1 Produce one-to-one letter-sound correspondences for each consonant. 3.2 Associate long and short sounds of the five major vowels with their common spellings. 3.3 Read regularly spelled one-syllable words. 3.4 Distinguish between similarly spelled CVC patterned words by identifying the sounds of the letters that differ. 3.5 Read common high-frequency words. 3.6 Recognize grade-appropriate irregularly spelled words.

3.1 Demonstrate the sound correspondences for common consonant blends and digraphs 3.2 Use knowledge that every syllable must have a vowel sound to determine the number of syllables in words. 3.3 Read a two-syllable word by breaking the word into syllables 3.4 Use final –e and common vowel team conventions to read words with long vowel sounds. 3.5 Read words with inflectional endings. 3.6 Recognize and read gradeappropriate irregularly spelled words.

3.1 Use knowledge of r-controlled vowels to read. 3.2 Use knowledge of how syllables work to read multisyllabic words.

3.1 Identify and know the meaning of the most common prefixes and derivational suffixes. 3.2 Students are expected to build upon and continue applying previous learning.

3.3 Read irregularly spelled two-syllable words and words with common prefixes and suffixes. 3.4 Use and apply knowledge of vowel diphthongs.

3.2 Students are expected to build upon and continue applying previous learning.

3.5 Use and apply knowledge of how inflectional endings change words. 3.6 Recognize and read gradeappropriate irregularly spelled words.

3.5 Students are expected to build upon and continue applying previous learning. 3.6 Read grade-appropriate irregularly spelled words.

3.4 Students are expected to build upon and continue applying previous learning.

7.18.16 Kindergarten

Grade 1

Grade 2

Grade 3

W. Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 5.3 Write letter(s) for familiar consonant and vowel sounds.

5.3 Use conventional spelling for words with common spelling patterns.

5.3 Generalize learned spelling patterns and word families.

5.4 Spell simple words phonetically

5.4 Spell unknown words phonetically; spell common irregularly-spelled gradeappropriate high-frequency words.

5.4 Correctly spell words with short and long vowel sounds, r-controlled vowels, consonant-blend patterns, and common irregularly-spelled grade-appropriate high-frequency words.

5.3 Use conventional spelling for highfrequency words, previously studied words, and for adding suffixes to base words. 5.4 Use spelling patterns and generalizations.

Focus: Concepts and Skills The following skills should not be limited to the explicit weeks of instruction. They should be heavily emphasized and spiraled throughout the year to ensure mastery before the next grade level. Teachers should seize opportunities to emphasize and apply word study skills during Shared Reading, Interactive Read Alouds, Writing, Differentiated Small Group Instruction, and throughout other curricular areas.

Vertical Progression of Skills 

  

Kindergarten Differentiate between long and short vowels sounds in common spelling patterns

 

Read and spell one syllable words with CVC patterns Review letter sounds within one syllable words in text Mastery of all one-to-one letter- sound correspondences is expected

 

Grade 1 Understand that every syllable has to have a vowel Add inflectional endings when possible Practice breaking multi-syllable words into their syllabic parts Mastery of long vowels with silent e is expected



Grade 2 Mastery of r-controlled vowels is expected



Add inflectional endings when possible



Understand how prefixes and suffixes can change the meaning of words



Use prefixes and suffixes with base words when possible



Understand the rules of syllables in order to decode multisyllabic words

 

Grade 3 Mastery of common prefixes and suffixes Increase complexity of multisyllabic words with previously taught spelling patterns and rules

7.18.16

Best Practices     

There are more Smart Board slides for each week than you can possibly use. Teachers should pick and choose which slides to use for each week which are appropriate for the needs of their students and will maximize engagement. When using the slides, be sure all students are engaged—not just one student at the Smart Board. During the review weeks, teachers should spend less time on whole group word study lessons and more time addressing word study needs in a small group setting. For this reason, Smart Notebooks may be shorter, and it will be the teachers’ responsibility to supplement with resources targeting the specific needs of their students. Students should be provided with multiple opportunities to apply skills with “text in hand” to increase transfer while reading. Every week, whole group word study follows the District Pacing Guide. Teachers should address their students’ specific word study needs during small group instruction. This could be a different skill from the District Pacing Guide and could possibly come from a different grade level. Please see the K-3 Word Study Crosswalk Document located on the portal for further assistance with differentiation.

Resources  



Check the attachment tab (paperclip symbol) within each week’s Smart Notebook for additional resources to increase engagement and application for the specific skills. Additional resources can be found online. Please preview these resources and make sure they are appropriate before using them in the classroom. o Geraldine Giraffe: https://www.youtube.com/results?search_query=geraldine+giraffe&spfreload=10&ibss=1 o Alpha Blocks: https://www.youtube.com/results?search_query=alpha+blocks&spfreload=10&ibss=1 o The Electric Company: https://www.youtube.com/user/theelectriccompany o Skills-Based Reading Passages from freereading.net: http://www.freereading.net/wiki/Passages_to_practice_advanced_phonics_skills,_fluency,_and_comprehension.html There are a variety of Digital Apps out there that can support word building and other Word Study skills. These will vary depending on the device used. PLCs are encouraged to explore digital resources that can maximize engagement while encouraging multi-media integration and digital citizenship.

BCSD Enhanced Balanced Literacy Model: Word Study Structures

Word Study  Whole/Small Group Teacher provides direct instruction (skill development) to develop phonemic awareness, phonics, fluency, and vocabulary.

The Teacher is:

     

Teaching a lesson on an aspect of phonics, spelling, affixes and roots, or word morphology Sharing and discussing letters, word parts, and words and how they work Creating charts with students that help them develop a sense of visual patterns and the structure of words Teaching phonics and vocabulary Teaching spelling and handwriting Modeling with text

The Student is:



  

Sorting letters and words to illustrate spelling or phonics principles (sound, spelling patterns, or meaning) Searching for words in various categories Learning and using strategies for decoding unfamiliar words Applying to text